This document provides guidance for creating and implementing sensory storytime programs for children. Sensory storytime combines books, music, movement and therapeutic activities to stimulate the senses in a non-judgmental environment. It discusses preparing for the program by learning about sensory processing disorders, determining goals and scheduling. Implementation details incorporating adapted materials, movement, music and social time. Evaluation of sensory storytime programs measures outcomes like children's participation and building community partnerships. The overall goal is to provide an enriching early literacy experience for children with autism or sensory processing disorders.

1. Sensory Storytime
Programs for Children
Presented by
Jennifer Roy

2. Poll - What is your experience with sensory storytime?
I have no experience with sensory storytime.
I have some experience with sensory storytime.
I have been presenting sensory storytime regularly, but I’m looking for
fresh ideas.
I am an expert on sensory storytime, ready to share my knowledge!

3. Prepare
Implement
Evaluate

4. Sensory storytime is an alternative to traditional
storytime that combines books, music, movement and
therapeutic activities to stimulate the senses and
enhance learning in a non-judgmental environment.

5. Other alternatives…
Incorporate adapted
stories and activities into
traditional storytime. Visit special needs
classrooms at local
elementary schools on a
regular basis to deliver
storytime including
adapted stories and
music.
Create adapted storytime
kits to lend to teachers,
therapists and parents for
children who find the
traditional storytime
experience overwhelming.
Sensory-Friendly
Outreach
Materials & Support

6. Step 1: Prepare
• Background information
• Determining goals
• Setting program parameters

7. What are Sensory
Processing Disorders?
• External Senses: Hearing,
Sight, Taste, Smell, Touch
• Internal Senses:
Proprioceptive & Vestibular
image available by Allan-Hermann Pool https://commons.wikimedia.org/wiki/File:Five_senses.jpg

8. All behavior is communication.
For each sense, children may be…
Over-responsive: use avoiding behaviors
Under-responsive: use seeking behaviors

9. Learning about
Autism
Neurological disorder identified by:
• impaired social interaction
• impaired communication
• sensory processing disorders
image available https://commons.wikimedia.org/wiki/File:Autism_Awareness_Ribbon.png#file

10. Not all children with
autism are the same.
All children want to
belong and feel
included.

11. “There is no need to be an expert,
nor do anything heroic to include
someone. We just need to be there.”
-Carina Morillo, Autism Advocate

12. • Empathy
• Patience
• Kindness
• Compassion
image available: by Tim Schramm [CC BY-SA 4.0 (https://creativecommons.org/licenses/by-sa/4.0)], from Wikimedia Commons

13. Poll: yes/no
Have you ever made an accommodation
during traditional storytime?

14. Create Connections
• Local chapters of national organizations
• Occupational or speech therapists
• Hospital outreach office
• Special education teachers
image available: https://www.publicdomainpictures.net/en/view-image.php?image=19960&picture=hands-holding-jigsaw

15. Determine Goals
• Create enriching early literacy
experience for children
• Provide support for families
• Strengthen or create
partnerships with schools and
community
image available https://pixabay.com/en/target-dart-aim-success-goal-1414775/

16. What do you need?
• Staff
• Materials
• Funding
• Support
image available: https://pixabay.com/en/notebook-pencil-blank-office-308849/

17. Scheduling
• Frequency?
• Time of day?
• Duration?
• Registration?
Image available: http://www.publicdomainfiles.com/show_file.php?id=13533948618158

18. Resources for Staff
Education
• Libraries: We’re Connected
librariesandautism.org
• Autism Speaks
• Understood
• ALSC Sensory Storytime
Pinterest Board

19. Step 2: Implementation

20. Set Up
• Create a welcoming
atmosphere
• Think about what children will
see, hear, touch, smell
• Recognize potential
distractions that are out of your
control Photo used with permission: Loudoun County Public Library

21. Everyone needs a break sometimes.
image available: https://pixabay.com/en/girl-relaxation-listening-music-3231703/

22. Sample Plan
1. Welcome song with mirror
2. Fingerplay / rhyme
3. Book with adaptive activity
4. Movement
5. Book or Flannel Story
6. Movement
7. Unison Reading
8. Goodbye Song
9. Balance Beam
10. Play / Social time

23. Visual Schedule
• Boardmaker, do2learn, clipart
• Review at the beginning
• “Done” folder
• Provides comfort and security
for children
Photo used with permission: Loudoun County Public Library

24. Choosing Books
• Predictable patterns
• Repeating phrases
• Books to sing
• Concrete concepts
• Non-fiction
• Movement

25. Adapting Stories
• Big books
• Flannel version
• BIGmack® switch
• Unison reading
• Digital stories
Available at lakeshorelearning.com
Available at ablenetinc.com

26. Music
Artists:
• Kathy Reid-Naiman
• Hap Palmer
• Laurie Berkner
• Simple Instructions
• Clear tempo & rhythm
• Enhance movement with
props
• Cue transitions
Image available: http://www.publicdomainfiles.com/show_file.php?id=13939431023664

27. Movement
Resistance
Bands
Tactile
Balance
Beam
Bean
Bags
Scarves
Lap
Snakes
Ribbon wands
Shakers
Parachute
Bubbles
Gel Floor Tiles
Drums
Bells
Rhythm sticks
Image available: https://www.publicdomainpictures.net/en/view-image.php?image=204591&picture=playful-kids

28. Transitions
• Signal
• Stretch
• Breathing exercises
• Fidgets
• Get children involved in clean up
image available: https://www.publicdomainpictures.net/en/view-image.php?image=42378&picture=woman-exercising-clipart

29. Presentation Style
• Not too loud / animated
• Clothing choices
• Communicate in a direct and
clear manner
• Patience & kindness
• Empathy & compassion
Image available: https://commons.wikimedia.org/wiki/File:Concrete,_WA_-_%27SLOW%27_sign_on_underpass_below_high_school_01.jpg by Joe Mabel

30. What to expect…
• Movement or verbalizations
from children
• Participation barriers
• Parent engagement
• Anxiety
Image available: https://www.publicdomainpictures.net/en/view-image.php?image=232185&picture=family-gathering

31. Social Time
• Volunteers
• Networking
• Information sharing
• Materials for checkout
image available: https://www.publicdomainpictures.net/en/view-image.php?image=56142&picture=networking-diagram

32. Sensory Activities
• Volunteers
• Open-ended play
• Process oriented art projects
• Have clean up tools handy
Available at Lakeshorelearning.com
Available at Kodokids.com

33. • Be direct & descriptive,
not too wordy
• Be sure all staff members
can explain the program
• Work with partners
Marketing
Used with permission: Douglas County Libraries

34. Spreading the Word
• movie theaters
• dance studios
• gyms
• performing arts
• aquatic centers
• children’s museums
• restaurants
Images available: https://pixabay.com/

35. Working with schools
• Individualized Education Plans (IEPs)
• Community Based Instruction (CBI visit)
• Public & Private Schools
• Create a Social Story
image available: https://pixabay.com/en/school-bus-bus-yellow-coach-3337446/

36. Step 3: Evaluation

37. How do we measure
success?
Outputs:
• Number of new library cards
issued
• Number of families visiting the
library for the first time
• Number of repeat visits from
families
• Number of community
partnerships formed
Outcomes:
• Milestone moments such as a
child participating in a social
activity unprompted
• Parents making connections to
improve support network
• Schools and other
organizations recognizing
library as a resource for
special needs families

38. Success?
0
17.5
35
52.5
70
87.5
Session 1 Session 2 Session 3

39. Breakdown goals into
smaller objectives
Create enriching early
literacy experience for
children with autism or
other sensory processing
disorders
Design a program to fit the needs of
your community
Understand the needs of children
with sensory processing disorders
and autism
Find families who could benefit from
this service
Survey participants to get feedback

40. Ask yourself…
Why offer sensory storytime at the library?
so that
Children with autism and other sensory processing
disorders can enjoy an enriching early literacy experience
so that
The children and their families feel welcome at the library
so that
They can connect with the resources they need
?

41. Getting feedback
• Record statistics
• Create communication channels
• Survey parents, partners & staff
• Report on progress
image available: https://pixabay.com/en/people-child-kids-family-parent-1082906/

42. Be patient with yourself.
Image available: https://www.goodfreephotos.com/albums/other-landscapes/sunset-water-ripples-landscape.jpg

43. • You do not have to be an expert.
• Success is not one size fits all.
• The rewards are worth it.

44. Call to Action
• What ideas can you put into practice immediately to better
serve children on the autistic spectrum and sensory
processing disorders in your library?
• What can you do to build support to make sensory
storytime a success for your library?

45. Questions?
JenniferRoy8@gmail.com
Sensory
Storytime
Programs for
Children